We are dedicated to help students to access the curriculum on offer. We strive for each student to walk into a positive environment where they feel safe, secure and happy in their learning, so they can achieve their highest potential. At QIS, our staff take the time to really get to know their students and are keen to enable all learners to progress.

All students access a mainstream education where they can develop alongside their peers and be a full part of our community. In order for this to be achieved, we ensure that all students are assisted with strategies to facilitate their learning, in order for them to succeed independently. This takes place on an individual basis, depending on the need of the student. They can also be supported in class through small changes in the classroom, which can make a big difference to accessibility of the work at hand. Parents, teachers and students can bring their concerns to the department and if needed, external agencies can be contacted to aid with assessments. We work closely with the School Counsellor for a variety of behavioural issues, as often these can be resolved in our school setting.

If a student has an Assessment Report from an external agency, then they will meet with the department to create their own Individual Education Plan (IEP) and Pupil Passport. These are shared with the student’s teachers only and include specific targets that are tracked and changed when necessary. Having a BPS Registered Test User on the staff also means that at the Key Stage 4/5 exam stage pupils with additional needs can be tested and awarded access arrangements where necessary. Where a student is attending individual therapy such as Speech and Language Therapy (SLT), or Occupational Therapy (OT), then we appreciate termly progress reports must be submitted.

Our policy is that all students require a formal external assessment before they become part of the SEN (Special Educational Need) register.

How do we identify in school?

• Teachers will flag a concern (behavioural or academic) with their Head of Department or Head of Progress after their Quality First Differentiation.
• General strategies from whole school training are used.
• Parents are called/a meeting will take place to discuss the concern.
• If no progress is made, the SEN Department are notified and an observation takes place of the student in the classroom.
• The outcome of the observation is discussed.
• More specific strategies are tried.
• A further external assessment may be requested by the SEN assistant.
• An IEP is created based on recommendations from assessment report(s) and input from parents and teachers.
• Teachers’ differentiation will also include accessibility for children assessed as having Special Educational Needs.
• Teachers, SEN assistant and parents meet to review the student’s IEP each term.

This process is overseen by Steven Jones (Associate Head Teacher of Primary), Michael Merrick (Curriculum Deputy of Secondary) and Amy French (SEN Assistant).

Should you wish to contact the school regarding SEN please email: sen@qis.org